k. How all stakeholders, particularly parents/guardians, are being engaged in the model program/practice/strategy
The Co-discovery model requires co-defining beliefs, goals, challenges, and opportunities so that progressive changes become new norms. Teachers, Counselors, Administrators, Parent Liaison, Comprehensive Student Support Coordinator, Career Center staff, Resource Officer, and School Psychologist reach out to all families, not just those who are easily contacted. Our mission is to engage parents in all major roles from tutoring to governance.
Parents co-define priorities in PTA, ELAC, and LCAP meetings, in languages that they are most comfortable in, with the goal of understanding what is important to them and connecting family needs to RHS opportunities.
Co-learning via professional development for parents and staff broadens communication so that instead of only contacting parents when a student is in trouble, RHS actively reaches out to parents and students to provide support in multiple arenas including academics, college and career focus, and social well-being.
Co-created activities offer "value relevant" information, e.g., "Partnership for College" and "Pledge Compact" events build knowledge and confidence in order to encourage families to visualize children's college success.
I. The methods being used to communicate the model program to all segments of the learning community
The success of change hinges on deep engagement with all stakeholders in formulation, implementation, and ongoing communication to help solutions spread and stick.
Co-defined communication is based on strong listening, and designed to ensure inclusion with strategies such as translation, formulation of diverse committees, workshops, paper surveys, and digital surveys.
Co-learning involves distributing information and allowing stakeholders to deeply understand the key performance indicators that are creating success. Some methods to implement co-learning include:
m. The monitoring and assessment methods being used to evaluate the effectiveness of stakeholder's engagement with the program/practice/strategy
Rosemead High School co-defined a stakeholder engagement plan, with multiple methods (pre/post surveys, focus groups, attendance sheets) and a tracking tool to ensure activities reflect instructional, cultural, and economic realities. The plan identifies roles each stakeholder can meaningfully play, how to build ownership of data/information generated, plans for continued involvement, communication, and feedback on the effectiveness of programs.
Indicators of engagement track the extent to which decision-making: (1) has full, active stakeholder representation, (2) is accepted as legitimate by stakeholders, (3) reflects each other's concerns, and (4) has enabled the goal to be accomplished.
Examples of monitoring and assessment methods include:
n. The capacity building activities used for Professional Learning for teachers, administrators, and non-instructional staff
Capacity building depends on the co-definition and co-learning that precedes it. Systematic PD through the EMUHSD LPPR Cycle provides school-wide instructional continuity to best develop students' academic skills. Content Specialists promote a unified program to raise student achievement in content provision, organization, distribution, and creation of activities -- keeping stakeholders focused on the "Common Core" vision.
Teacher leaders -- including Content Specialists, Course Leads, Instructional Coach, Teacher Technology Leader, and Model Teachers -- collaborate to:
Co-create resources that address the needs of the Common Core and LCAP
Plan resource distribution to support capacity-building and alignment with the LCAP
Analyze student progress to address areas of weakness relative to standards
Teacher professional development is co-led by our Instructional Coach and department-specific teacher leaders to ensure that schoolwide instructional strategies are both consistent and practically customized to specific content areas. An example of co-led workshops is LPPR Cycle 8 - Academic Language Functions:
Co-learning also involves non-instructional support staff, to ensure that there is an understanding of how all stakeholders have an impact on student learning. Examples of professional learning for support staff include:
Google Applications for Education Professional Development
o. The monitoring and assessment methods being used to evaluate the effectiveness of instructional learning activities; including modifications to enhance outcomes
Monitoring and assessment generates a systematic flow of information so that all parties have access to generative data. A full-time Instructional Coach works to facilitate co-learning through the Learning-Planning-Practice-Reflecting Cycle that involves jointly-led workshops with teacher leaders from all content areas. Rosemead High School uses various methods to monitor:
Developing and presenting lesson plans (e.g., Cycle Planning Phase)
Gathering feedback about instructional strategies and implementation (ex. Workshop evaluations and follow-up coaching appointments)
Use of benchmark and performance task data (e.g., EADMS reports)
p. How the model is reflected in the LCAP
The model requires thinking differently about links between LCAP plans and capital. One illusion to overcome is that these pathways are cheaper than the old strategies. While the unit cost of interventions may go down, total system cost is invariably higher, given that a larger population is included and more ambitious goals targeted. Our LCAP commits to continuing investment in people (as co-definers and co-learners), including new investments in capabilities. While in the "co-creation" process, we understand major investments may be required and we have included this in our LCAP and LCFF planning.
Some examples of how the model is reflected in our LCAP Goals include:
Goal 1B (LCAP Priority 2 and 7) - All students will be provided with access to standards-aligned instructional materials and a broad course of study where the adopted academic content and performance standards are implemented - public course outlines, syllabi for all courses, increased AP course offerings, Honors course offerings, CTE courses, ROP courses, registration counseling.
Goal 2 (LCAP Priority 4 and 8) - Student achievement will increase in Literacy, English Language Arts and Mathematics, for all students including English Learners, and Students with Disabilities: technology to provide access, Special Needs Learning Center, Paraeducators, intervention classes such as ALD and English 1 Intensive, AVID, scaffolding strategies to provide access, CAHSEE Mentor, Summer Bridge, partnership with Rosemead Library to provide free tutorial software, RHS Prep after-school tutoring.
Goal 3A (LCAP Priority 3) - The LEA will promote the involvement of parents and community members in an effort to increase parent participation and seek input in decision making: Roughly 800 parents are registered in SchoolLoop, InTouch by Edulink for phone calls, full-time Parent Liaison, on-site Parent Center, parent mailings, School Site Council, ELAC, parent conferences, parent workshops and events, parent newsletter, participation in the Parent Involvement Academy, presentations during public board meetings.
Goal 3B (LCAP Priority 5 and 6) - Increase pupil engagement and provide a safe school climate: full-time Comprehensive Student Support Coordinator, Parent Liaisons, parent workshops, Campus Supervisors, Student Success Team meetings, instructional strategies to increase engagement.
Table of Contents
k. How all stakeholders, particularly parents/guardians, are being engaged in the model program/practice/strategy
The Co-discovery model requires co-defining beliefs, goals, challenges, and opportunities so that progressive changes become new norms. Teachers, Counselors, Administrators, Parent Liaison, Comprehensive Student Support Coordinator, Career Center staff, Resource Officer, and School Psychologist reach out to all families, not just those who are easily contacted. Our mission is to engage parents in all major roles from tutoring to governance.Parents co-define priorities in PTA, ELAC, and LCAP meetings, in languages that they are most comfortable in, with the goal of understanding what is important to them and connecting family needs to RHS opportunities.
Co-learning via professional development for parents and staff broadens communication so that instead of only contacting parents when a student is in trouble, RHS actively reaches out to parents and students to provide support in multiple arenas including academics, college and career focus, and social well-being.
Co-created activities offer "value relevant" information, e.g., "Partnership for College" and "Pledge Compact" events build knowledge and confidence in order to encourage families to visualize children's college success.
I. The methods being used to communicate the model program to all segments of the learning community
The success of change hinges on deep engagement with all stakeholders in formulation, implementation, and ongoing communication to help solutions spread and stick.Co-defined communication is based on strong listening, and designed to ensure inclusion with strategies such as translation, formulation of diverse committees, workshops, paper surveys, and digital surveys.
Co-learning involves distributing information and allowing stakeholders to deeply understand the key performance indicators that are creating success. Some methods to implement co-learning include:
Co-creating desired outcomes is advanced through continual reminders of goals and opportunities for learning, using diverse outlets such as:
m. The monitoring and assessment methods being used to evaluate the effectiveness of stakeholder's engagement with the program/practice/strategy
Rosemead High School co-defined a stakeholder engagement plan, with multiple methods (pre/post surveys, focus groups, attendance sheets) and a tracking tool to ensure activities reflect instructional, cultural, and economic realities. The plan identifies roles each stakeholder can meaningfully play, how to build ownership of data/information generated, plans for continued involvement, communication, and feedback on the effectiveness of programs.Indicators of engagement track the extent to which decision-making: (1) has full, active stakeholder representation, (2) is accepted as legitimate by stakeholders, (3) reflects each other's concerns, and (4) has enabled the goal to be accomplished.
Examples of monitoring and assessment methods include:
n. The capacity building activities used for Professional Learning for teachers, administrators, and non-instructional staff
Capacity building depends on the co-definition and co-learning that precedes it. Systematic PD through the EMUHSD LPPR Cycle provides school-wide instructional continuity to best develop students' academic skills. Content Specialists promote a unified program to raise student achievement in content provision, organization, distribution, and creation of activities -- keeping stakeholders focused on the "Common Core" vision.Teacher leaders -- including Content Specialists, Course Leads, Instructional Coach, Teacher Technology Leader, and Model Teachers -- collaborate to:
Teacher professional development is co-led by our Instructional Coach and department-specific teacher leaders to ensure that schoolwide instructional strategies are both consistent and practically customized to specific content areas. An example of co-led workshops is LPPR Cycle 8 - Academic Language Functions:
Co-learning also involves non-instructional support staff, to ensure that there is an understanding of how all stakeholders have an impact on student learning. Examples of professional learning for support staff include:
o. The monitoring and assessment methods being used to evaluate the effectiveness of instructional learning activities; including modifications to enhance outcomes
Monitoring and assessment generates a systematic flow of information so that all parties have access to generative data. A full-time Instructional Coach works to facilitate co-learning through the Learning-Planning-Practice-Reflecting Cycle that involves jointly-led workshops with teacher leaders from all content areas. Rosemead High School uses various methods to monitor:p. How the model is reflected in the LCAP
The model requires thinking differently about links between LCAP plans and capital. One illusion to overcome is that these pathways are cheaper than the old strategies. While the unit cost of interventions may go down, total system cost is invariably higher, given that a larger population is included and more ambitious goals targeted. Our LCAP commits to continuing investment in people (as co-definers and co-learners), including new investments in capabilities. While in the "co-creation" process, we understand major investments may be required and we have included this in our LCAP and LCFF planning.
Some examples of how the model is reflected in our LCAP Goals include: